Private Universities In India Research Articles

The Moderating Effect of Gender and Academic Background in Open Government Data (OGD) User Adoption and Usage

ABSTRACT The present research seeks to rest its edifice on the proposition that the role of gender and academic background of a user in terms of the technical/liberal/hospitality and care domain impinges upon the Open Government Data (OGD) adoption and usage. Specifically, the adapted Unified Theory of Acceptance and Use of Technology (UTAUT) model is being deployed to empirically validate how the OGD usage and adoption vary among the 313 respondents in a leading private university in India in line with their academic background and gender. Findings from the study via Partial Least Squares-Structural Equation Modelling (PLS-SEM) show that academic background and gender are moderating Behavioural Intention to use and adopt OGD through Performance Expectancy, Facilitating Conditions, Data Quality, System Quality, Information Quality and Trust, whilst the Multi-Group Analysis (MGA) shows that there are differences between the technical and liberal/hospitality and care cohorts in terms of their gender vis-a-vis Voluntariness of Use and System Quality vis-a-via the Behavioural Intention to adopt and use OGD.

Unleashing the university potential: Exploring the impact of staffing autonomy on organizational performance through strategy implementation

Drawing on the resource-based view, the current study examines the direct effect of staffing autonomy (SA) on strategy implementation (SI) and organisational performance (OP) in public and private universities. The study also investigates the direct effect of SI on OP. It further explores whether SI mediates the link between SA and OP. Moreover, the study examines whether the type of universities moderates the relationship among the constructs. The hypotheses were tested based on survey data from 254 leaders of public and private universities in India. PLS-SEM-based results reveal that SA has a significant positive impact on both SI and OP. Further, the results show that SI has a significant positive impact on OP. Besides, the results find that SI mediates the relationship between SA and OP. Furthermore, the multi-group analyses show that the university type has no moderating effect on the effect of SA on SI and OP, as well as on the impact of SI on OP. The results of the current study support the anticipations derived from a resource-based view. The theoretical and practical contributions are discussed, and limitations and new lines of future research are presented.

Teaching Dance as a Multi-Spatial/Multimedia Practice: Reflections on De- vising Contemporary Dance Pedagogy in University Spaces

The last ten years have seen a remarkable rise in the number of art and dance degree programs in universities worldwide. This essay originates in my experience of having taught for three years (2019–2022) on an ad-hoc basis at one such program in a private Indian university. I describe some of my pedagogic methodologies and creative teaching experiments devised during my tenure and that were dedicated to questions of space and multimedia in dance and performance research. I examine how these methodologies and experiments were not just creative in nature but also triggered by: a. the output- driven approach of private-university systems, and b. the precarity of my own status as an adjunct teaching faculty and a “contemporary”—by which I mean non- classical, non-traditional—dancer in the Indian context. Dance scholar Janet O’Shea, in her essay Decolonising the Curriculum? Unsettling Possibilities for Performance Training, critiques the structure of the university as both “colonial and corporate” (750), and points at its links with the “precarity of neoliberalism” (750). I resonate with O’Shea’s position and acknowledge the neocolonial and neoliberal tendencies of private universities in India that idolize Euro-American university models in their approach to higher education. However, I also argue that these universities, with their advocacy for the interdisciplinary and transdisciplinary forms of research, mostly aimed at claiming the “cutting-edge” in the liberal art and education industry, inadvertently generate scope for upsetting the traditional hierarchies and trajectories of dance pedagogy and challenging the exclusive notion of dance itself.

Cyberloafing: Exploring the Role of Psychological Wellbeing and Social Media Learning.

Due to the advances in internet communications technology (ICT), the use of digital devices, such as laptops, tablets, or smartphones, in the educational setting has become very common among young people. A considerable body of research has shown that there are adverse effects of in-class internet usage, termed "cyberloafing" on students' academic performance, making it a rising concern for scholars. Within this context, the present study examines cyberloafing as a multidimensional construct and studies the mediating effects of psychological wellbeing and social media learning between cyberloafing behaviour and cyberloafing activities of students. Using an online survey, data was collected from 240 undergraduate and graduate students at a private university in India. The data were analyzed using structural equation modelling and mediation analysis. The results indicate that cyberloafing behaviour negatively influences student's psychological wellbeing, whereas psychological wellbeing is positively related to cyberloafing activities. It was also found that, on one hand, cyberloafing behaviour negatively influences social media learning, whereas social media learning did not have any effect on cyberloafing activities in students. This study highlights that it is crucial for educators and course instructors to incorporate appropriate practices and interventions to manage the misuse of the internet through cyberloafing in classrooms.

Finding the combined effect of academic and non-academic performance on management students’ placement: A fuzzy logic approach

The academic performance (scores/credentials) of a student during an educational program is generally linked to his/her employability (including the placement package he/she receives) (Cheong et al., 2018). However, in a program like MBA non-academic performance like extracurricular activities, interpersonal skills, etc., of a student is equally or more important as it could fetch him/her a better job with a higher package. Moreover, MBA graduates are expected to have not only academic knowledge but also practical skills such as leadership, attitude, efforts, and communication. This study relates both academic and non-academic performances of students to the respective packages they get and proposes a fuzzy expert system (FES) for the evaluation of students’ performances and its combined effect on placement (outcome). A suitable rule-based fuzzy inference mechanism (FIM) has been formed and discussed. The principles behind fuzzy logic in evaluating student academic as well as non-academic performances have been discussed and how these principles could be applied in measuring its impact on the placement packages (historical) is illustrated. Results (achieved placement performance/package of students) were also compared with the existing (traditional) statistical method. The fuzzy logic system was assessed as a more practical method of evaluation than the traditional method. This research uses a sample of 56 students in the MBA program who graduated in 2021 from the management department (b-school) of a premier private university in India. The research found that an increase in non-academic performance had a greater impact on placement outcomes than an increase in academic performance alone.

Effect of commuting on the academic performance of students in higher technical education and their physical and emotional state

ABSTRACT This study establishes a relationship between commuting time and academic attainment of Bachelor of Technology students in face-to-face lectures and labs. A group of 244 students from a private university in India participated in this study. Surveys were conducted to know the specific effect of commuting time on students’ academic performance and their physical and mental state. This study reveals that commuting time has a negative correlation and a weak or moderate effect on academic performance. The results exhibited that 53% of commuting students found commuting a hindrance in class punctuality and regularity while 86% of students felt constant stress of getting debarred in the exam, in case of failing to maintain required attendance. This study will help academic administrators to frame academic policies to create a better academic environment for higher education students in India as well as in the countries having compulsory attendance policies.

Willingness of university students to continue using e-Learning platforms after compelled adoption of technology: Test of an extended UTAUT model.

The COVID-19 pandemic has prompted the adoption of an e-Learning pedagogy. This forced teachers and students to shift to online learning and thus was compelled to adopt online educational technology. Educational institutes have been facing challenges like insufficient infrastructure and a shortage of quality teachers. Online learning can help to address these challenges as online classes can accommodate more students. However, before implementing e-Learning technology management of institutes wants to be sure whether students will adopt new technology. Therefore, the purpose of this study was to unveil which factors are important to adopt new technology if implemented mandatorily. We tested the most popular technology acceptance model the UTAUT to understand students' intentions to continue using the e-Learning system in a mandatory environment. The study used a quantitative approach of research. The participants for this study were selected from a private university in India. The questionnaire for the study was adapted from previous studies. The survey was conducted by sharing an online link while students were attending classes online during the pandemic. Thus, the study utilized a convenience sampling technique. The data were analyzed using structural equation modelling. The findings revealed that the UTAUT model can partially explain the forceful adoption of technology. The study found 'Performance expectancy' and the 'availability of resources' as significant indicators of 'intention for continued usage'. This study recommends educational institutes should ensure students attain academic goals by using e-Learning platforms and ensuring the availability of essential resources to use the e-Learning technology.

A modified UTAUT framework to predict students' intention to adopt online learning: moderating role of openness to change

PurposeThe current study employs a modified framework of the unified theory of acceptance and use of technology (UTAUT) to predict students' intention to adopt online learning in India. The moderating role of openness to change in influencing the proposed relationships is also assessed.Design/methodology/approachA structured questionnaire was emailed to 650 students enrolled in various courses in public and private universities in India. In total 424 responses were considered for analysis using structural equation modeling (SEM). Moderation analysis was carried out with multi-group SEM and chi-square difference tests.FindingsThe results reveal that there is a significant impact of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FS) and perceived security (PS) on students' intention to adopt online learning. Further, openness to change moderates the impact of PE, FS and PS on intention of students to opt for online learning.Originality/valueThis study is one of the initial efforts to examine the factors affecting students' intention to adopt online learning at the onset of third wave of coronavirus disease 2019 (COVID-19) pandemic in India. Besides the factors of the UTAUT model, this study highlights the importance of PS and openness to change in influencing students' intention to opt for online learning.

The Role of Commercial Diplomacy in Promoting India as a Destination for Higher Education: A Case Study of Sudan

There are several studies on the internationalization of higher Education in India. However, most of these studies are based on initiatives that have been taken up by private universities in India. Indian Embassies and Consulates (Indian Missions) around the world play an important role in promoting India as a destination for higher education among foreign students. Indian Missions become the first interface for foreign students travelling to India. Sudan is the third largest African country, with a population of over 45 million. India is one of the preferred destinations for Sudanese students travelling abroad for higher studies. Annually about 1500 students travel to India for higher studies, mainly to Pune, Mumbai, Hyderabad, Chennai and Bangalore. A study was conducted on students who have completed University education in India to understand the role of Commercial Diplomacy and Indian Missions in promoting India as a destination for higher education. The outcome of the study provides insights into the importance of Commercial Diplomacy and the role of Indian Missions in promoting India as a destination for Higher Education. Outreach events to promote India as a destination for Higher Education and facilitation of Student visas play a major role in students choosing India as a destination for higher education.

Impact of Digital Transformation on Academicians’ Wellbeing: A Study with the Moderating Role of Public and Private Universities

This research is identifying and comparing the impact of digital transformation on academicians’ wellbeing in public and private universities. The significant difference among academician’s wellbeing of public and private universities in India has been analyzed. To initiate the research, one exogenous construct namely ‘virtual transformation in higher education’ and two endogenous constructs called ‘workplace wellbeing’ and ‘psychological wellbeing’ of academicians have been identified. The data has collected from 395 respondents segregated into academicians from 213 public and 182 private institutions/universities. Research hypotheses are developed to find the significant difference among academicians of public and private universities with regards to impact of virtual transformation on their wellbeing. Multigroup Analysis (MGA) technique of PLS-SEM has been used to investigate the result. It has been revealed that although the overall association is negative between virtual transformation and academicians’ wellbeing, but this negative association also have a significant difference when compared among public and private universities in India.

Comparison of Private Universities in India based on NIRF Ranking and Fee Charging Strategies

Comparison of Private Universities in India based on NIRF Ranking and Fee Charging Strategies

A Critical Study on the Recent Research Contribution of Vice-chancellors of Selected Private Universities in India

A Critical Study on the Recent Research Contribution of Vice-chancellors of Selected Private Universities in India

A Critical Study on the Recent Research Contribution of Vice-chancellors of Selected Private Universities in India

A Critical Study on the Recent Research Contribution of Vice-chancellors of Selected Private Universities in India

Emotional Strategies of Teachers in Private Universities in India

Emotional Strategies of Teachers in Private Universities in India

Influence of perceived equity, job enrichment, and burnout among educators in Indian private universities on job satisfaction and the desire to quit

The desire to quit converts into actual attrition if left unaddressed. Additionally, employees’ job satisfaction strongly influences their desire to stay or leave. Several individual and organizational factors affect job satisfaction levels, all of which must be thoroughly analyzed to curb both the desire to quit and attrition. The current study tests a model associating perceived equity, job enrichment, and burnout with job satisfaction and the desire to quit of educators employed in private universities in India. Data were collected from 272 university faculty members using five scales, namely, job enrichment, perceived equity, employee burnout, job satisfaction, and intention to leave, and were analyzed using AMOS 17. The initial fitness results failed to support the hypothesized framework, but a revised framework yielded a good fit for the data. Results show that perceived equity has a positive influence on job satisfaction (Hypothesis 2), job enrichment positively affects job satisfaction (Hypothesis 3), burnout negatively influences job satisfaction (Hypothesis 4), and job satisfaction negatively affects the desire to leave (Hypothesis 1). Perceived equity, burnout, and job satisfaction were found to mediate the association between job enrichment and the desire to leave. The results indicate that private universities must focus on job satisfaction to reduce employees’ desire to quit, thereby reducing the attrition level, which is currently a severe problem with both financial and non-financial consequences to universities. From the results, it can be seen that job enrichment has acted as a mediator to influence employees’ job satisfaction. Future research can explore HR practices contributing to high job enrichment, and this study would have considerable practical implications.

Reflections on Online Education during the COVID-19 Pandemic: Vignettes from an Indian Classroom

This teaching note presents some reflections on some ways in which student-teacher interactions occurred via. online education during the COVID-19 pandemic. It documents the specific experiences of teaching undergraduate students of a private university in India. It was found that owing to poor internet connectivity, written assignments, while not entirely effective, served as one of the few means with which to establish communciation with the students and confirm learning outcomes.

How university students are taught about sustainability, and how they want to be taught: the importance of the hidden curriculum

PurposeIndia is unique, having enshrined in law the teaching of sustainability education (SE) within all levels of formal education. This study aims to examine the integration and perceptions of SE within the higher education (HE) sector in India and identify any lessons that can be exported about the teaching of SE from the Indian HE environment.Design/methodology/approachFocusing on a science-based teaching and research institute at a private university in India, a quantitative, cross-sectional study examined the extent to which SE was integrated into the university and how it was perceived by students and staff. Data were collected through two online questionnaires administered to lecturers and undergraduate students during the 2017 academic year.FindingsMost students reported that their university experiences had contributed significantly to their knowledge about sustainability. Results also showed there was a positive association between the teaching and learning about sustainability, although staff and students reported that this could be improved by including more active, student-centred teaching and learning approaches. However, students felt that they had learnt the most about sustainability from the informal “hidden” rather than the “formal” curriculum. This suggests that research is now required into ways to capitalise on this as a medium to further develop, not just Indian, but students’ worldwide sustainability literacy.Originality/valueTo the best of the authors’ knowledge, this paper is the first to present a detailed study of the perceptions of the contribution of the “formal” and the informal “hidden” curriculum to SE by students and staff at an Indian university.

Exploring the Teachers’ Perception towards Educational Inclusion: A Study of Teachers’ in Pune, India

In India, changes in legislation and policy have increased the number of students with disabilities enrolled in higher education. The purpose of this study was to investigate university teachers’ perceptions towards inclusion of students with disability public and private universities in India. The study examined how age, gender, educational levels, years of teaching experience, and frequency of interaction with a person with a disability influence instructors’ views about people with disabilities and their inclusion at public and private academic institutions. Data was collected through a digital questionnaire from private and public universities in Pune, India. The population of the study comprised of full time University teachers’ (under-graduate, post-graduate and doctoral courses) in Pune. The survey was completed by 309 university teachers. Descriptive statistics, independent sample t-test and ANOVA were used to examine the data. The researchers found no statistically significant relationships between teachers’ perceptions of inclusion in regards to degree level, gender and years of experience. The study did, however, discover a statistically significant relationship between teachers’ perceptions of inclusion and their interaction with students with disabilities. Academic and social outcomes of students with disabilities are significantly enhanced when inclusive approaches are used. Goals for future research are discussed.

Communication Apprehension and Psychological Well-Being of Students in Online Learning.

The current pandemic has modified how education, learning, and technology interact with one another inside universities. The usage of technology for instructional purposes raises the question of whether learning that happens in an online environment is as effective as traditional classroom models. Within this context, this study explores the psychological well-being of students during the COVID-19 pandemic, using an online cross-sectional survey. Data were collected from 246 university students currently studying at a private university in India. Hierarchical regression analysis and structural equation modelling were used to study the mediating effects between communication apprehension, perceived learning, and psychological well-being under the moderating effects of intention to use social media and psychological stress. Results show that higher intentions to use social media alleviated the negative effects of communication apprehension on perceived learning. Interestingly, it was also found that perceived learning had a significant positive relationship with psychological well-being when students experienced higher levels of psychological stress (eustress). Based on the technology acceptance model (TAM) and the transactional theory of stress and coping, we attempt to integrate the findings related to these theories, which can be considered distinct to previous studies. Implications, limitations, and future directions for research and practice have also been discussed.

Organizational Culture and Psychological Empowerment : Private Universities in India

There has been plenty of research work done in the area of organizational culture and also in the area of empowerment. However, there are fewer studies on organizational culture and teachers’ psychological empowerment in private universities. Organizational culture refers to the set of values, norms, and beliefs in the organization to assist in its smooth and effective functioning. Psychological empowerment talks about the measurements of self-sufficiency, professional growth, position, self-efficacy, affect, and decision-making. This research aimed to find out the type of organizational culture followed in private universities and measure the impact of organizational culture on teachers’ psychological empowerment in private universities in the Delhi/NCR region. The nature of the research was descriptive ; 315 teachers were approached, out of which a total of 250 teachers completed the questionnaire with a response rate of 80%. For collecting the data, a structured questionnaire of organizational culture (OCAI) and psychological empowerment was used along with the demographic details. The results showed that the market culture was the most dominating culture in private universities. The results also indicated that there was a strong and positive relationship between organizational culture and psychological empowerment.